LAUSR

Abstract This study aimed to investigate the Iranian EFL students and their teachers’ perceptions of the factors involved in the implementation of Transformative Education (TE). More importantly, the focus was on investigating the feasibility of the integration of TE with Dynamic Assessment (DA) in the Iranian EFL setting. To do so, 105 Iranian university students majoring in the English language were randomly assigned to four different classes, as control and experimental groups. The control groups were instructed based on a pure TE-oriented approach; whereas, the experimental groups were instructed based on the integration of TE with DA. Triangulation of instruments was used to collect the data. Overall, 66.6% of the learners reported that the perspective transformation happened in the classrooms through the students’ support, challenge from teacher, classroom discussion, and dialogue, and class projects. Meanwhile, as indicators of teachers’ perceptions, teachers expressed the highest perception towards the “challenge.” The analysis also expressed that this integration increased critical thinking skills among learners and decreased the level of aggressiveness and anxiety. Last but not the least, the learners expressed similar perceptions as those of the teachers. The findings offer both theoretical and pedagogical insights to the stakeholders.